Teaching Lab All Partners Report: Unmatched

2020-2021 Report

Background

In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 17 educators who completed the diagnostic survey, 0 educators who completed the follow-up survey, and 0 educators who completed both.

Summary of Results

Methodology and Presentation of Results

We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.

Section 1: Mindsets and Beliefs

Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.


1
Methodological note: Mindsets and Beliefs questions were scored in the following way: for positively coded items, “1” and “2” were worth 0 points, “3” was worth 1 point, and “4” and “5” were worth 2 points. This was reversed for negatively coded items where “4” and “5” were 0 points, “3” was 1 point, and “1” and “2” were 2 points. Educators were considered to have improved if their score on the follow-up survey was higher than that of the diagnostic survey. (e.g., they responded “4” on the diagnostic and “5” in the follow-up for positively coded items, they responded “4” on the diagnostic and “3” in the follow-up for negatively coded items). Educators who responded with the highest-level responses (“4” and “5” or “1” and “2”, depending on the item) on both the diagnostic and follow-up surveys were considered to have sustained equitable mindsets, growth mindsets, high expectations, and/or accountability for equitable instruction.

     

Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration
% of Educators with Equitable Mindsets & Beliefs
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 83% NaN NaN NaN
Recognition of race & culture 56% NaN NaN NaN
Holding growth mindsets 84% NaN NaN NaN
Having high expectations and beliefs 97% NaN NaN NaN
Taking accountability for equitable instruction 92% NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 17

2 n = 0

The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.

Section 2: School Environment

Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.


2
Methodological note: Educators were considered to have positive perceptions if they responded “4” or “5” on the scale. They were considered to have improved on an item if their response on the follow-up survey was at least one response higher than the diagnostic response (e.g., they responded “3” on the diagnostic and “4” on the follow-up). Educators who responded with the highest-level responses (“4” or “5”) on both the diagnostic and follow-up surveys were considered to have sustained positive perceptions.

     

Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration
% of Educators with Positive Perceptions of School Culture and Climate
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score 75% NaN NaN NaN
Trust in fellow teachers 100% NaN NaN NaN
Connectedness to fellow teachers 100% NaN NaN NaN
Have influence over professional learning 0% NaN NaN NaN
I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning 100% NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 1

2 n = 0

The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.

Section 3: Content and Pedagogical Content Knowledge

Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.

Section 3a: ELA Content and Pedagogical Content Knowledge

In ELA, the questions focused on seven core constructs, as shown in the table.

Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration
% of Educators with ELA Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score NaN NaN NaN NaN
ELA instructional shifts 80% NaN NaN NaN
Fluency 58% NaN NaN NaN
Text complexity 88% NaN NaN NaN
Close reading 86% NaN NaN NaN
Building knowledge 91% NaN NaN NaN
Supporting students with unfinished learning NaN NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 17

2 n = 0

The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 3b: Math Content and Pedagogical Content Knowledge

In Mathematics, the questions focused on four core constructs, as shown in the table.

Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration
% of Educators with Math Content & Pedagogical Content Knowledge
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
Overall score NaN NaN NaN NaN
Math instructional shifts NaN NaN NaN NaN
Equitable Math Instruction NaN NaN NaN NaN
Supporting students with unfinished learning NaN NaN NaN NaN
Effective Teaching Practices NaN NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 0

2 n = 0

The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.

Section 4: Teacher Practices

Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.

First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.

Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration
% of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed
% of Educators that Improved or Sustained
2
Diagnostic Survey
1
Follow-up Survey
1
Percentage Point Change
1
When observing teachers, I focus on…           Overall score 98% NaN NaN NaN
Whether the lesson is focused on a high-quality text or task 94% NaN NaN NaN
Whether the questions and tasks address the analytical thinking required by the grade-level standards 100% NaN NaN NaN
Whether all students have opportunities to engage in the work of the lesson 100% NaN NaN NaN

1 Note: The number of observations varies between items from 0 to 16

2 n = 0

The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.

Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.

Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators
TL Teachers Non-TL Teachers
The lesson is focused on a high-quality text or task NaN NaN
The questions and tasks address the analytical thinking required by the grade-level standards NaN NaN
All students have opportunities to engage in the work of the lesson NaN NaN

The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.

Section 5: Lab Leaders

Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.

The graph below illustrates the Lab Leaders participation in different activities.

Section 6: Student Work

No student work was analyzed at this location.

Section 7: Classroom observations

TBD

Section 8: Participant Feedback

Looking at participant feedback from Delaware Department of Education, DE we see good scores across the board:

Teaching Lab Performance on Participant Feedback Questions for Delaware Department of Education, DE
How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? I felt a sense of community with the other participants in this course even though we were meeting virtually. This course helped me navigate remote and/or hybrid learning during COVID-19. % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn S/He Effectively Built A Community Of Learners
91% 96% 65% NaN 96%

Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement

Comments on what Went Well

[[1]]
[1] "<footer>Introduction of IPG and providing appropriate time to learn and calibrate the tool</footer>"

[[2]]
[1] "<footer>The activities and breakout groups were very beneficial.   I love working and learning from my colleagues from around the state.</footer>"

[[3]]
[1] "<footer>The experiential activity really helped to solidify a process/routine for encouraging discourse in the classroom.</footer>"

[[4]]
[1] "<footer>The pacing was great today. I appreciated the time to work asynchronously and plan for the application of learning.</footer>"

[[5]]
[1] "<footer>The sense of community and the asynchronous working time to really dig and reflect on our own learning. Provides processing time</footer>"

[[6]]
[1] "<footer>I appreciate the flow of the day; the opportunities for break-out groups, discussion, independent work and processing as well as the information being presented in different formats.</footer>"

[[7]]
[1] "<footer>Really appreciated the work that we did asynchronously today as well as the discussion immediately after to calibrate our scoring.</footer>"

[[8]]
[1] "<footer>The breakout rooms for collaboration. Having the time to share our action planning ideas and evidence collection.</footer>"

[[9]]
[1] "<footer>I think asynchronous work matched well with what our focus/EQ was.  Really helped.</footer>"

Comments on Improving Experience

[[1]]
[1] "<footer>Due to the current circumstances in our district -  I am unable to apply a lot of the great information at this current time. I would love the opportunity to discuss strategies that districts are using during virtual/hybrid learning to promote reading and writing and share successes.</footer>"

[[2]]
[1] "<footer>A little more time for the asynchronous work.  I felt very rushed to complete the activity and probably would have done a better job if I had more time.</footer>"

[[3]]
[1] "<footer>Today didn't feel as rushed as previous days.  Thank you for taking our feedback and making adjustments.</footer>"

[[4]]
[1] "<footer>So many links and links within links, it is a lot to keep track of and navigate between. Especially because when you make a copy of one and then to write on something you might need to make a copy of links within a document.</footer>"

[[5]]
[1] "<footer>Possibly more time to explore protocols and the \"Round\" breakout protocol could have been a bit more specific. \"Person a offers something to discuss\" seemed a bit broad.</footer>"

[[6]]
[1] "<footer>I wish that we could have talked a bit more about how this would look in an online classroom.</footer>"

[[7]]
[1] "<footer>I struggle with having enough time to complete the asynchronous work in a way that allows me time to deeply think about the materials and/or readings. This has been since day 1 and I thought I would just get quicker, but I did not. Typically, I finish the work with 7 minutes for lunch. I thought you might like some feedback for cohort 2</footer>"

[[8]]
[1] "<footer>Due to the current circumstances in our district, I am unable to apply a lot of the great information at this current time. I would love the opportunity to discuss strategies that districts are using during virtual/hybrid learning to promote reading and writing and share successes.</footer>"

[[9]]
[1] "<footer>I really stayed focused and only answered email and text when we first went into Asynchronous learning -- and I still did not get time to eat lunch (I even set a timer for each section and moved on -- so I either took too much time answering emails/text AND/OR did too much between sections)</footer>"

Additional Comments

[[1]]
[1] "<footer>I appreciate everything that you a doing to help us do our job effectively with teachers.</footer>"

[[2]]
[1] "<footer>I appreciate this time, as it loads my coaching tool box.  At this time it's just really hard to engage teachers, but what Nicole, Renee, and Lindsey said; something like, what's the small thing we can do to relieve the stress steered also towards pushing teachers to best practice?  This is a good mindset and I thank you for your support!</footer>"

[[3]]
[1] "<footer>Thank you for creating a collaborative culture where everyone's voice is heard and we can all feel comfortable sharing our experiences and ask questions.</footer>"

[[4]]
[1] "<footer>Thank you for being so well planned and for considering our feedback when developing the structure of the day.  It's hard to keep people motivated for an entire day of PL, but you do a nice job of balancing everything to keep us engaged.</footer>"

[[5]]
[1] "<footer>Would like additional resources on the progression examples in the CVA Progressions Worksheet. Are there any resources out there? Has anyone done this with different common core topics/stands?</footer>"

  1. Methodological Note 1↩︎

  2. Methodological Note 2↩︎

 

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